在线多媒体学习的生成性学习活动:当总结是有效的,但绘图不是.
Alyssa P Lawson1,2, Richard E Mayer2
1Institute for Research and Training, Landmark College, Putney, VT, United States.
Frontiers in psychology
|September 17, 2024
概括
在动画课时写摘要显著提高了学生的学习,而不是绘画或没有生成活动. 这一发现突显了总结在视觉学习环境中增强理解的有效性.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 多媒体学习学习
背景情况:
- 生成式学习活动,如总结或绘图,通常用于增强学生的学习.
- 这些活动的有效性可能因学习材料和所采用的特定活动而异.
研究的目的:
- 调查写摘要或创建图纸是否有助于从多媒体课程中学习,使用动画和文字标题.
- 为了比较这些产生性活动对一个没有产生性任务的对照组的影响.
主要方法:
- 学生们观看了有关温室气体的注释动画.
- 参与者参与撰写摘要,创建图纸,或两者兼而有之,而对照组没有.
- 在课程结束后立即和课程结束后一周后,通过后测试来评估学习.
主要成果:
- 写摘要的学生在后测试中比对照组在即时和延迟测试中得分明显高.
- 与对照组相比,在创建图纸的学生中没有发现显著的学习差异.
- 结合绘图和总结并没有比单独总结更好的结果.
结论:
- 撰写摘要是多媒体动画课程的有效生成学习策略.
- 在这种类型的视觉学习内容中,绘画可能不如总结那么有效.
- 这些发现有助于理解不同活动的生成学习理论的边界条件.
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